Assessing Speaking Performance IELTS
IELTS Speaking Band Descriptors (public version)
Band Fluency and Lexical resource
coherence
9 • speaks fluently with only rare • uses vocabulary with full
repetition or self-correction;
any hesitation is content-
related rather
than to find words or grammar
• speaks coherently with fully
appropriate cohesive
features
• develops topics fully and
appropriately
8 • speaks fluently with only
occasional repetition or
self-correction; hesitation is
usually content-related
and only rarely to search for
language
• develops topics coherently
and appropriately
7 • speaks at length without
noticeable effort or loss of
coherence
• may demonstrate language-
related hesitation at
times, or some repetition
and/or self-correction
• uses a range of connectives
and discourse
markers with some flexibility
6 • is willing to speak at length,
though may lose
coherence at times due to
occasional repetition,
self-correction or hesitation
• uses a range of connectives
and discourse
markers but not always
appropriately
5 • usually maintains flow of
speech but uses
repetition, self-correction
and/or slow speech to
keep going
• may over-use certain
connectives and discourse
markers
• produces simple speech
fluently, but more
complex communication
causes fluency problems
4 • cannot respond without
noticeable pauses and
may speak slowly, with
frequent repetition and
self-correction
• links basic sentences but
with repetitious use of
simple connectives and some
breakdowns in
coherence
3 • speaks with long pauses
• has limited ability to link
simple sentences
• gives only simple responses
and is frequently
unable to convey basic
message
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Assessing speaking IELTS
flexibility and precision in
all topics
• uses idiomatic language
naturally and accurately
• uses a wide vocabulary
resource readily and
flexibly to convey precise
meaning
• uses less common and
idiomatic vocabulary
skilfully, with occasional
inaccuracies
• uses paraphrase effectively
as required
• uses vocabulary resource
flexibly to discuss a
variety of topics
• uses some less common and
idiomatic vocabulary
and shows some awareness
of style and
collocation, with some
inappropriate choices
• uses paraphrase effectively
• has a wide enough
vocabulary to discuss topics at
length and make meaning
clear in spite of
inappropriacies
• generally paraphrases
successfully
• manages to talk about
familiar and unfamiliar
topics but uses vocabulary
with limited flexibility
• attempts to use paraphrase
but with mixed
success
• is able to talk about familiar
topics but can only
convey basic meaning on
unfamiliar topics and
makes frequent errors in word
choice
• rarely attempts paraphrase
• uses simple vocabulary to
convey personal
information
• has insufficient vocabulary
for less familiar topics
Grammatical range
and accuracy
• uses a full range of
structures naturally and
appropriately
• produces consistently
accurate structures apart
from ‘slips’ characteristic of
native speaker speech
• uses a wide range of
structures flexibly
• produces a majority of error-
free sentences with
only very occasional
inappropriacies or basic/non-
systematic
errors
• uses a range of complex
structures with some
flexibility
• frequently produces error-
free sentences, though
some grammatical mistakes
persist
• uses a mix of simple and
complex structures, but
with limited flexibility
• may make frequent mistakes
with complex
structures, though these rarely
cause
comprehension problems
• produces basic sentence
forms with reasonable
accuracy
• uses a limited range of more
complex structures,
but these usually contain
errors and may cause
some comprehension
problems
• produces basic sentence
forms and some correct
simple sentences but
subordinate structures are
rare
• errors are frequent and may
lead to
misunderstanding
• attempts basic sentence
forms but with limited
success, or relies on
apparently memorised
utterances
• makes numerous errors
except in memorised
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Pronunciation
• uses a full range of
pronunciation features with
precision and subtlety
• sustains flexible use of
features throughout
• is effortless to understand
• uses a wide range of
pronunciation features
• sustains flexible use of
features, with only
occasional lapses
• is easy to understand
throughout; L1 accent has
minimal effect on
intelligibility
• shows all the positive
features of Band 6 and
some, but not all, of the
positive features of Band 8
• uses a range of
pronunciation features with
mixed
control
• shows some effective use
of features but this is
not sustained
• can generally be
understood throughout,
though
mispronunciation of
individual words or sounds
reduces clarity at times
• shows all the positive
features of Band 4 and
some, but not all, of the
positive features of Band 6
• uses a limited range of
pronunciation features
• attempts to control
features but lapses are
frequent
• mispronunciations are
frequent and cause some
difficulty for the listener
• shows some of the
features of Band 2 and
some,
but not all, of the positive
features of Band 4
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Assessing Speaking Performance IELTS
expressions
2 • pauses lengthily before most • only produces isolated words • cannot produce basic • speech is often
words or memorised sentence forms unintelligible
• little communication possible utterances
1 • no communication possible
• no rateable language
0 • does not attend

As you look through the scales, it may help to highlight words which make one band different
from another.

For example, under Fluency and Coherence Band 7 it states that the candidate speaks at
length without noticeable effort or loss of coherence, whereas in Band 6 the candidate is
willing to speak at length, though may lose coherence at times due to occasional repetition,
self-correction or hesitation

How can I use the Speaking Band Descriptors with students?

You could:

1. Refer to the descriptors as you observe students carrying out an IELTS speaking task.
2. Note down examples of performance in terms of the listed criteria.
3. Give students feedback on their strengths and weaknesses.
4. Think about whether your students are ready for the exam and how they could improve.

However, it can be difficult for a teacher to manage a speaking practice task (i.e. be the
examiner), make notes of what the students say and refer to the Speaking Band Descriptors,
all at the same time. The following activities are designed to help you get started.

On the Cambridge English TV YouTube channel there is a video recording of a candidate

called Mariana taking the IELTS Speaking test.

You can click on these links to watch each part of the test.

https://www.youtube.com/watch?v=rcaIOTRV64g

The four activities use this recording to practise using the Speaking Band Descriptors.

You may like to start with Activity 2 since this is based on Part 1 of the Speaking Test

Activity 1
1. Make a copy of the blank Fluency and coherence table on page 5. You will see that statements
from the Speaking Band Descriptors have been turned into questions.
2. Watch the IELTS Speaking video part 2 (from about 4 minutes 45 to 7 mins 45).
3. Note down examples of what Mariana does well and not so well for each of the questions in the
Comments box on the assessment sheet.
4. Compare the notes you have made with a completed example on page 9.

Activity 2:
1. Make a copy of the blank Lexical resource table on page 6.
2. Watch the IELTS Speaking video part 1 (to about 4 minutes 45).
3. Note down examples of what Mariana does well and not so well for each of the questions in the
Comments box on the assessment sheet.

© UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms and Conditions
Assessing speaking IELTS www.cambridgeenglish.org
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